Table 1Transition record

assistive technologisttouniversity department head

A assistive technologist already meets 49% of what the university department head role asks for. The move turns on 11 required skills not yet in the profile.

From assistive technologist

49%

Overlap1

To university department head

20 Skills carried over

11 Required, not held

55.1 Difficulty2

Career overlap Partial match

49%

Learning distance Substantial retraining

55.1/ 100

adjacentmoderatesubstantialcareer change

1 Share of the university department head role’s weighted skill requirement already met by the assistive technologist profile. Required skills count in full, supplementary skills at 0.35. Directional: the figure for the reverse move differs. 2 Combines what is missing with how specialised it is, so a gap of general skills scores easier than the same number of narrow ones.

Why

Why this move works

A university department head role treats 11 of its required skills as things a assistive technologist already does. These are the ones it depends on most.

advise on lesson plans
advise on teaching methods
assessment processes
cooperate with education professionals
curriculum objectives
curriculum standards

What stands in the way is 11 required skills the profile does not yet cover. Table 3 groups them; Table 4 says which to take first.

Table 2

Table 2 · What you already bring

Of the 20 skills that carry over, these are the ones fewest other occupations ask for. A university department head role needs them, and most people applying for one will not have them already. This is the part of a assistive technologist background worth leading with.

Skill the target role also needs Area

already held provide education management support management skills
already held provide feedback to teachers communication, collaboration and creativity
already held promote education programmes communication, collaboration and creativity
already held education administration business, administration and law
already held advise on teaching methods communication, collaboration and creativity
already held curriculum standards education

All 20 carried skills, including the 11 the university department head role treats as required.

Table 3

Table 3 · What you would need to learn

The 21 missing skills fall into 6 areas of the ESCO skill hierarchy, numbered below in the order worth working in: the areas carrying the most required skills come first, and inside each one the required skills sit above the supplementary ones.

Skill to acquire Tier

01 management skills 6 required, 2 supplementary

required, not held manage university department required
required, not held identify process improvements required
required, not held assess employees' capability levels required
required, not held assess students required
required, not held assist in the organisation of school events required
required, not held use office systems required

optional, not held plan shifts of employees optional
optional, not held recruit employees optional

02 assisting and caring 2 required, 1 supplementary

required, not held guarantee students' safety required
required, not held provide information on study programmes required

optional, not held escort students on a field trip optional

03 communication, collaboration and creativity 1 required, 3 supplementary

required, not held write work-related reports required

optional, not held develop professional network optional
optional, not held prepare youths for adulthood optional
optional, not held represent the organisation optional

04 information skills 1 required, 2 supplementary

required, not held lead inspections required

optional, not held create a financial report optional
optional, not held maintain contract administration optional

05 business, administration and law 1 required, 1 supplementary

required, not held university procedures required

optional, not held human resource management optional

06 social sciences, journalism and information 1 supplementary

optional, not held adolescent socialisation behaviour optional

Table 4

Table 4 · Where to start

The 3 entries a university department head role is least likely to hire without. The ordering is computed from the skill data, not from what pays.

Each entry opens a course search for that skill. Career Overlap earns nothing from these links.

Appendix

Appendix · The rest of the record

All 20 skills that carry over

Skill Type

already held advise on lesson plans skill
already held advise on teaching methods skill
already held assessment processes knowledge
already held cooperate with education professionals skill
already held curriculum objectives knowledge
already held curriculum standards knowledge
already held learning difficulties knowledge
already held present reports skill
already held project management knowledge
already held provide education management support skill
already held provide feedback to teachers skill
already held develop organisational policies skill
already held education administration knowledge
already held evaluate education programmes skill
already held funding methods knowledge
already held identify education needs skill
already held manage budgets skill
already held monitor educational developments skill
already held promote education programmes skill
already held work with virtual learning environments skill

10 supplementary skills, helpful but not required

Skill to acquire Tier

optional, not held create a financial report optional
optional, not held adolescent socialisation behaviour optional
optional, not held develop professional network optional
optional, not held escort students on a field trip optional
optional, not held human resource management optional
optional, not held maintain contract administration optional
optional, not held plan shifts of employees optional
optional, not held prepare youths for adulthood optional
optional, not held recruit employees optional
optional, not held represent the organisation optional

35 held skills the university department head role does not ask for

Skill Type

not needed by the target role ICT accessibility standards knowledge
not needed by the target role address problems critically skill
not needed by the target role application usability knowledge
not needed by the target role apply for government funding skill
not needed by the target role assess users' interaction with ICT applications skill
not needed by the target role assist children with special needs in education settings skill
not needed by the target role assistive instruments knowledge
not needed by the target role assistive technology in education knowledge
not needed by the target role behavioural disorders knowledge
not needed by the target role communication disorders knowledge
not needed by the target role coordinate educational programmes skill
not needed by the target role development delays knowledge
not needed by the target role disability care knowledge
not needed by the target role disability types knowledge
not needed by the target role domotic systems knowledge
not needed by the target role education law knowledge
not needed by the target role ensure compliance with legal requirements skill
not needed by the target role follow research on special needs education skill
not needed by the target role government policy knowledge
not needed by the target role guide learners in using assistive technologies skill
not needed by the target role human-computer interaction knowledge
not needed by the target role learning needs analysis knowledge
not needed by the target role liaise with educational support staff skill
not needed by the target role manage government-funded programmes skill
not needed by the target role manage resources for educational purposes skill
not needed by the target role measure software usability skill
not needed by the target role online moderation techniques knowledge
not needed by the target role organise projects to fill education needs skill
not needed by the target role protect personal data and privacy skill
not needed by the target role provide assistive technology skill
not needed by the target role provide specialised instruction for special needs students skill
not needed by the target role screen reader knowledge
not needed by the target role special needs education knowledge
not needed by the target role special needs learning equipment knowledge
not needed by the target role stimulate students' independence skill

3 gaps that are knowledge rather than practice

Knowledge gaps usually close through study. Practical skill gaps usually need something you can point at.

Skill to acquire Tier

required, not held university procedures required
optional, not held adolescent socialisation behaviour optional
optional, not held human resource management optional

Index

Other moves recorded from assistive technologist

Full index of moves from assistive technologist

Note

How this record was compiled

Both occupations are taken from ESCO, which lists the skills and knowledge each occupation is expected to have and marks every one required or optional. Nothing here is a prediction about hiring, and nothing here knows that a particular employer wants a particular certificate. Treat Table 3 as a starting point for your own research rather than a syllabus. The full method states what these figures can and cannot tell you.